Abstract

Throughout my professional journey, I have encountered many thought provoking experiences which have, not only helped to shape my practice, but have also encouraged me to deeply question my purpose as a leader within education. Children growing up in the 21st century will encounter rapid change within their lives. The question that resonates deeply within me is what and how do we teach them today so that they are better prepared for tomorrow’s world? It is this concern that provides the impetus for this research.

The idea of learning being placed at the heart of the core business of leadership is embodied in what is understood as Instructional Leadership. Through practitioner action research, this study investigates the leadership of curriculum change that takes full account of the views of children. It explores the kind of actions that need to be undertaken as a leader to effect curriculum change; actions that serve to locate the child as the lead learner. In developing an inquiry based approach to teaching and learning, this study investigates how resources and the tool and artefacts of teaching are deployed, pedagogical strategies implemented and considers the development of a cultural, emotional and cognitive climate conducive to inquiry learning.